Marlena Gastineau

CIED3293-004
Guided Reading Lesson Plan
Sleeping Bobby vs. Sleeping Beauty
Before Reading
Brief Introduction:
1. This week, we are learning about what fiction is. Can anyone tell me what they
remember about fiction?
2. What are synonyms for the word fiction? (fantasy, make-believe, unreal)
3. Today, we are going to read Sleeping Bobby What fairy tale has a similar title to this
one? (Sleeping Beauty)- Discuss the sequence of events in sleeping beauty.
4. The children will discuss who is the author, illustrator, make inferences of what the story
is about based off a picture walk though. (p.3,5,10,17)
Students will have read Sleeping Beauty as a whole the previous day.
Purpose for Reading:
To compare and contrast original Fairytales from Literary Fairytales (retold fairytale from
authors point of view or own version based off the fairytale) though activation of background
knowledge.
Known Words:
Unknown Words:
King
Extraordinary
Frog
Realm
Queen
China(Dishes)
Royal
Tremendously
Kingdom
Proclamation
Baby
Modesty
Prince
Quality
Princess
Peculiar
Predictable Language Patterns :
-ed
-ies
-en
-ing
-ious
-ly
Challenging Language Phrases:
alas
whom
Ill take matters into my own hands.
I certainly hope so
how peculiar
Discussion of these phrases will be done during reading as they come up.

During Reading
Pages to Monitor:
1. Monitor for Fluency (expression, accuracy, and quick recognition) while each student has
their turn to read. Each student will read 1 page. I will model every other page.
2. Pages to ask questions relating to comprehension of purpose:
1) Students will take notes on discussion.
2) p. 10: How is sleeping bobby similar so far to sleeping beauty? How is it
different?
3) p. 12: What do you think proclamation means from reading this paragraph?
4) p. 17: Thinking about sleeping beauty, what did her curse involve? What had to
happen in order for her to wake up?
5) P.20: Now, what is different about sleeping bobbys curse compared to sleeping
beautys curse?
Phonological Awareness/Word Work:
1. Students will write the context clues that lead them to the meaning of vocabulary and
other unknown words while reading sleeping bobby (station 1)
2. Students will find and write the definition of the vocabulary words using the dictionaries
provided in the reading library. (station 2)
3. Students will also find the Synonyms of the vocabulary words (station 3).
After Reading
Comprehension Questions:
1. What are three main differences between sleeping bobby and sleeping beauty?
2. Is the ending of sleeping bobby the same as the ending of sleeping beauty? Why or why
not?
Students will review the notes taken over the questions I had asked during the reading. Students
will compare and contrast the sequence of sleeping bobby and sleeping beauty.
Teaching Point:
1. Students will complete a sequence worksheet for both sleeping bobby and sleeping
beauty. After completing the worksheet.
2. Students will create a Venn diagram comparing and contrasting the BOB and Aurora
(sleeping beauty).
Comments:
Sleeping Bobby is a wonderful book to expose the kinds to high quality tier 2 words.

PASS/Common Core Standards:

PASS
Standard 2: Vocabulary - The student will develop and expand knowledge of words and word
meanings to increase vocabulary.
1. Words in Context - Use context clues (the meaning of the text around the word) to
determine the meaning of grade-level appropriate words.

2. Synonyms, Antonyms, and Homonyms/Homophones - Determine the meanings of words

using knowledge of synonyms, antonyms, homonyms/homophones, and multiple
meaning words.
3. Using Resource Materials - Use word reference materials (glossary, dictionary,
thesaurus) to determine the meaning and pronunciation of unknown words.
Standard 3: Fluency - The student will identify words rapidly so that attention is directed at the
meaning of the text.
4. Read regularly in independent-level texts (texts in which no more than 1 in 20 words is
difficult for the reader) fluently and accurately, and with appropriate rate, change in
voice, and expression.
5. Read regularly in instructional-level texts that are challenging yet manageable (texts in
which no more than 1 in 10 words is difficult for the reader).
6. Engage in repeated readings of the same text to increase fluency.
7. Accurately and fluently read 300-400 high frequency and/or irregularly spelled words in
meaningful texts.
8. Use punctuation cues (e.g., final punctuation, commas, quotation marks) in text with
appropriate phrasing as a guide to understanding meaning.
Standard 4: Comprehension/Critical Literacy - The student will interact with the words and
concepts in a text to construct an appropriate meaning.
1. Literal Understanding
a. Read and comprehend poetry, fiction, and nonfiction that are appropriately designed
for third grade.
b. Use pre-reading strategies independently to preview, activate prior knowledge,
predict content of text, and establish a purpose for reading.
c. Recall major points in a text and revise predictions about what is read.
d. Show understanding by asking questions and supporting answers with literal
information from the text.
2. Inferences and Interpretation
a. Make inferences by connecting prior knowledge and experience with information
from the text.
b. Interpret text, including lessons or morals depicted in fairytales, fables, etc., and draw
conclusions from evidence presented in the text.
c. Participate in creative response to text (e.g., art, drama, and oral presentations).
3. Summary and Generalization
a. Summarize by recognizing main ideas, key concepts, key actions, and supporting
details in fiction and nonfiction.
b. Make generalizations about a text (e.g., theme of a story or main idea of an
informational text).
c. Produce summaries of fiction and nonfiction text, highlighting major points.
4. Analysis and Evaluation
a. Analyze characters including their traits, relationships, feelings, and changes in text.
COMMON CORE
Key Ideas and Details:

a. CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
b. CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
c. CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events
Craft and Structure:
a. CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
b. CCSS.ELA-LITERACY.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text,
using terms such as chapter, scene, and stanza; describe how each successive part
builds on earlier sections.
c. CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the
characters.
Integration of Knowledge and Ideas:
a. CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or
setting)
b. CCSS.ELA-LITERACY.RL.3.8
(RL.3.8 not applicable to literature)
c. CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters (e.g., in books from a series)
Range of Reading and Level of Text Complexity:
a. CCSS.ELA-LITERACY.RL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently.
Setup of Workstations and materials needed for each station:
1. Station 1-Guided Reading Table
a. Sleeping Bobby
b. Writing tool
c. Blank piece of paper
2. Station 2-Vocabulary
a. Dictionary
b. Writing tool
c. Blank piece of paper

d. Vocabulary list
3. Station 3- Finding the Synonyms of Vocabulary
a. Students will find the synonyms of the vocabulary words
b. Worksheet for this activity is located in the Station 3 box
4. Station 4- Independent reading
Source(s)http://www.teacherspayteachers.com/Product/Venn-Diagram-Sleeping-Bobby-and-SleepingBeauty-1015811
http://www.pinterest.com/marybrown2983/reading-log-books-sofie/